Analysis and Evaluation of Factors Affecting College Students' Learning Enthusiasm

Shuang Bai; Xiaoqing Yang

doi:10.54097/x4xhjj43

Authors

Shuang Bai
Xiaoqing Yang

DOI:

https://doi.org/10.54097/x4xhjj43

Keywords:

College Students' Learning Enthusiasm, System Structure Modeling, Analytic Hierarchy Process, Fuzzy Comprehensive Evaluation

Abstract

This study takes undergraduate and postgraduate students from Southwest Petroleum University (SWPU) as the research subjects. Based on the framework of social cognitive theory, it adopts questionnaire surveys, Interpretive Structural Modeling (ISM), Analytic Hierarchy Process (AHP) and fuzzy comprehensive evaluation method to construct an evaluation system for learning enthusiasm, which includes 4 first-level indicators (personal factors, school factors, family factors and social factors) and 15 second-level indicators. The results show that the comprehensive score of students' learning enthusiasm is 70.88 points, which is above the medium level. Personal factors (81.35 points) and social factors (73.11 points) are the main driving forces, among which internal driving force (C3) and employment pressure (C14) play significant roles. Among school factors (67.78 points), insufficient teaching interaction (C6) and the rationality of the curriculum system (C5) need to be improved. Family factors (66.89 points) have deviations in support methods (C9-C11). The system structure model reveals that personal factors and social factors indirectly affect learning enthusiasm through teaching effectiveness (C6) and peer effect (C7), and cultural environment (C12) has a negative effect on professional identity (C2). This study provides a quantitative basis and decision-making reference for the practice of educational management in colleges and universities, helps to further improve educational and teaching methods and management measures, so as to effectively enhance college students' learning enthusiasm and promote their all-round development.

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